Effects of a personalised ubiquitous learning support system on university students' learning performance and attitudes in computer-programming courses

Chookaew, Sasithorn; Wanichsan, Dechawut; Hwang, Gwo‐Jen; Panjaburee, Patcharin

doi:10.1504/ijmlo.2015.074207

Cited by 20 publications

(5 citation statements)

References 48 publications

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“…In the past decade, many scholars have applied the fuzzy rule to develop personalised learning support systems (Hwang, 2003;Chookaew et al, 2015;Wu et al, 2015;Hsieh et al, 2012). The fuzzy rule is an extension of the classical set theory to model sets whose elements shave degrees of membership (Zadeh, 1965).…”

Section: Personalised Mobile Game With An Integrated Learning Diagnos...mentioning

confidence: 99%

A mobile game-based learning system with personalised conceptual level and mastery learning approach to promoting students' learning perceptions and achievements

Komalawardhana

Panjaburee

Srisawasdi

2021

IJMLO

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Mobile learning game has been widely used for encouraging students whenever and wherever. However, several studies have indicated that without properly incorporating students' personalised characteristic and learning assistance mechanism into the digital game-based learning environment might fail to motivate students learning and to help them acquire knowledge. To address this issue, this study proposes an integrated learning diagnosis and mastery learning mechanism to generate appropriate gaming stage according to the conceptual levels of an individual student in a pre-test and monitor learning during the gaming process. A mobile game-based learning system was developed on the general science course in four Thai elementary schools with 282 students to evaluate its effectiveness. The experimental results showed that the students achieved the concepts of force and motion through the proposed approach. The findings also highlight relationships between the proposed game and the conventional game in terms of students' achievement clusters, performance, and perceptions.

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Section: Personalised Mobile Game With An Integrated Learning Diagnos...mentioning

confidence: 99%

A mobile game-based learning system with personalised conceptual level and mastery learning approach to promoting students' learning perceptions and achievements

Komalawardhana

Panjaburee

Srisawasdi

2021

IJMLO

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“…The spotlight of this study is on the increasing integration of multimedia technology into mobile learning (Alseghayer, 2001;Joseph & Uther, 2009;Yeh & Wang, 2003;Zarei & Khazaie, 2011), its wide accessibility without traditional constraints of time and space (Chookaew, Wanichsan, Hwang, & Panjaburee, 2015) and the likelihood that it can have a facilitative effect in enhancing learners' word knowledge retention.…”

Section: Vocabulary Knowledge Retentionmentioning

confidence: 99%

Using Mobile Vocabulary Learning Apps as Aids to Knowledge Retention : Business Vocabulary Acquisition

Kohnke

Zhang²,

Zou

2019

The Journal of AsiaTEFL

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“…Scholars have indicated that mobile libraries can help learners gain knowledge, boost learning attitudes and facilitate cooperation and problem-solving skills (Lai and Hwang, 2014;Tu, 2018;Tu and Hwang, 2018). For instance, university students can solve their problems while using mobile libraries to support their activities; moreover, their activity attendance and learning performance can also be enhanced (Chookaew et al, 2015;Hwang et al, 2017;Lin et al, 2019;Wu et al, 2011).…”

Section: Literature Review 21 Mobile Librariesmentioning

confidence: 99%

University students’ attitudes towards ubiquitous library-supported learning: an empirical investigation in the context of the Line@Library

Hwang

Chen³

et al. 2021

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Purpose This study aims to investigate the influences of task-technology fit on university students’ attitudes towards ubiquitous library-supported learning when they use a mobile library app, Line@Library. Design/methodology/approach In this study, structural equation modelling to examine 158 valid questionnaires are used. The study aims to examine the effects of task-technology fit (TTF) on university students’ attitudes towards mobile learning (AML) when using Line@Library. Findings The results show that task-technology fit is an important role that influences the students’ attitudes towards mobile learning. The factor “technology characteristics” is considered when the students attempted to use the mobile app to solve problems or complete tasks. This study also found that the students responded with positive perceptions of the task-technology fit and had positive perceptions of its ease of use. Furthermore, usefulness, ease of use and affection of AML were found to be the most influential predictors of mobile library adoption intention. Originality/value From the perspective of learners, this study investigates the relationships of the combination of social media and a mobile library between TTF and AML. This study further found that not only ease of use, usefulness and affection but also task-technology fit can be a predictor that influences students’ attitudes towards mobile learning.

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Effects of a personalised ubiquitous learning support system on university students' learning performance and attitudes in computer-programming courses

Cited by 20 publications

References 48 publications

A mobile game-based learning system with personalised conceptual level and mastery learning approach to promoting students' learning perceptions and achievements

A mobile game-based learning system with personalised conceptual level and mastery learning approach to promoting students' learning perceptions and achievements

Using Mobile Vocabulary Learning Apps as Aids to Knowledge Retention : Business Vocabulary Acquisition

University students’ attitudes towards ubiquitous library-supported learning: an empirical investigation in the context of the Line@Library

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